考古资料在初中历史教学中的应用

发布时间：2018-04-20 21:18

本文选题：考古资料 + 初中　；参考：《河南大学》2016年硕士论文

【摘要】：考古学是一门单独的学科,它独立存在,有着专业的研究方法。但同时它又与历史学科不可分离,有着千丝万缕的联系。一直以来,考古学科在历史研究中的证史、补史作用都是其他学科所无法替代的,在考古资料的辅助下,历史学科不断取得丰硕的科研成果。目前,在初中课程设置中虽然并未开设考古课,对学生来说,考古也显得相对遥远。但是在新课程改革要求扩大教学资源的背景下,把考古资料运用到初中历史教学中成为一种新的探索和尝试。初中生刚从小学进入中学,尚处于过渡阶段,注意力容易分散,思维还停留在具体形象思维中,对初中的教学方式、学科知识的接受能力处于适应阶段。针对学生的这些特点,如何成功地引导学生从形象思维逐步过渡到抽象思维就成为教师必须重视的问题。只有抓住学生的吸引力,巧妙运用合适的方法使得学生易于接受所学知识,才能培养学生对历史学科的兴趣。而考古资料本身的独特性使其具有丰富课堂内容、吸引学生注意力的特点,所以恰当地运用考古资料进行历史教学是培养学生历史学习兴趣的有效途径。考古学与历史学的密切关系,考古资料在初中历史教学中的作用,中高考的命题趋向和新课改的要求,以及考古资料缺失对初中历史教学的影响都使得把考古资料应用到初中历史教学中成为必要。考古资料是历史信息的载体,同时具有直观性、时代性、和不可再生性的特点,在扩大初中历史教学资源,培养初中生能力方面有着不可替代的作用。它作为有效的历史教学资源在初中历史教材里被充分体现了出来,初中教师、学生也对考古资料作为历史教学的辅助手段表示赞同。但是在运用考古资料进行初中历史教学时,应根据初中生的认知特点采用适当的教学方法,使学生较容易接受,同时增强历史学习兴趣。实地参观、讲故事、多媒体影视资料的运用、课堂实物或仿制品的展示都是适合初中生的方法。在运用这些方法时教师还应该注意不断提高自身考古知识素养,在教学中要根据教学监控原则,适度运用考古资料,优化时间。此外,教师还要及时关注最新考古成果,更新自己的知识体系。考古资料与文献资料的结合以及与其他学科的配合也是需要注意的问题。
[Abstract]:Archaeology is a separate subject, it exists independently and has professional research methods. But at the same time, it is inseparably connected with the history subject. The role of archaeology in history research has always been irreplaceable by other disciplines. With the assistance of archaeological materials, the history subject has made great achievements in scientific research. At present, although there is no archaeology course in junior middle school curriculum, archaeology is relatively far away for students. However, under the background that the new curriculum reform requires the expansion of teaching resources, it is a new exploration and attempt to apply the archaeological materials to the history teaching of junior high school. The junior middle school students have just entered the middle school from the primary school, still in the transition stage, the attention is easy to disperse, the thinking still stays in the concrete image thought, to the junior high school teaching way, the subject knowledge receptive ability is in the adaptation stage. According to these characteristics of students, how to successfully guide students to gradually transition from thinking in images to abstract thinking has become a problem that teachers must pay attention to. Only by grasping the attraction of students and using appropriate methods to make students accept what they have learned can they cultivate their interest in the subject of history. The unique characteristics of archaeological materials make them rich in classroom content and attract students' attention, so it is an effective way to train students' interest in history learning by properly using archaeological materials for history teaching. The close relationship between archaeology and history, the role of archaeological materials in junior high school history teaching, the tendency of middle school entrance examination proposition and the requirements of new curriculum reform, It is necessary to apply the archaeological data to the history teaching of junior high school because of the influence of the lack of archaeological data on the history teaching of junior high school. Archaeological information is the carrier of historical information and has the characteristics of intuitiveness, epochal and non-renewable, which plays an irreplaceable role in expanding the history teaching resources of junior high school and cultivating junior high school students' ability. As an effective history teaching resource, it is fully reflected in the history teaching materials of junior high school. The teachers and students of junior high school also agree with the archaeological materials as the auxiliary means of history teaching. However, when using archaeological materials in junior middle school history teaching, appropriate teaching methods should be adopted according to the cognitive characteristics of junior high school students, so that students can accept it more easily and enhance their interest in history learning at the same time. Field visits, storytelling, the use of multimedia film and television materials, classroom physical or imitation display are suitable for junior high school students. In applying these methods, teachers should also pay attention to improving their own archaeological knowledge literacy. In teaching, they should use archaeological materials appropriately and optimize the time according to the principle of teaching monitoring and control. In addition, teachers should pay attention to the latest archaeological achievements and update their knowledge system. The combination of archaeological and literature materials and cooperation with other disciplines are also important issues.
【学位授予单位】：河南大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.51

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